Indiana Content Area Standards

• English Language Arts.Grade 3.W.1

  Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to write in response to literature and nonfiction texts.

  • The Research Process.3.W.5: Conduct short research on a topic. a. Identify a specific topic or question of interest (e.g., where did Benjamin Harrison grow up?). b. Locate information in reference texts, electronic resources, or through interviews. c. Recognize that some sources may be more reliable than others. d. Record relevant information in their own words. e. Presenttheinformation,choosingfromavarietyofformats.

• English Language Arts.Grade 3.SL.1

  Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

  • Discussion and Collaboration.3.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade- appropriate topics and texts, building on others ideas and expressing personal ideas clearly.
  • Discussion and Collaboration.3.SL.2.2: Explore ideas under discussion by drawing on readings and other information.
  • Presentation of Knowledge and Ideas.3.SL.4.1: Using appropriate language, report on a topic or text, or provide a narrative that organizes ideas chronologically or around major points of information, with appropriate facts and relevant, descriptive details, speaking at an understandable pace, in a clear, concise manner.
  • Presentation of Knowledge and Ideas.3.SL.4.2: Create oral presentations that maintain a clear focus, using various media when appropriate to emphasize or enhance certain facts or details.

• English Language Arts.Grade 4.W.1

  Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to support reflection and response to literature and nonfiction texts.

  • The Research Process.4.W.5: Conduct short research on a topic. a. Identify a specific question to address (e.g., What is the history of the Indy 500?). b. Use organizational features of print and digital sources to efficiently to locate further information. c. Determine the reliability of the sources. d. Summarize and organize information in their own words, giving credit to the source. e. Presenttheresearchinformation,choosingfromavarietyofformats.

• English Language Arts.Grade 4.SL.1

  Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

  • Discussion and Collaboration.4.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade- appropriate topics and texts, building on others ideas and expressing personal ideas clearly.
  • Discussion and Collaboration.4.SL.2.2: Explore ideas under discussion by drawing on readings and other information.
  • Presentation of Knowledge and Ideas.4.SL.4.1: Using appropriate language, report on a topic or text or provide a narrative in an organized manner, with effective introductions and conclusions, using appropriate structure, appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly and concisely at an understandable pace.
  • Presentation of Knowledge and Ideas.4.SL.4.2: Create oral presentations that maintain a clear focus, using multimedia to enhance the development of main ideas and themes that engage the audience.

• English Language Arts. Grade 5.W.1

  Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to support reflection and response to literature and nonfiction texts.

  • The Research Process.5.W.5: Conduct short research assignments and tasks on a topic. a. With support, formulate a research question (e.g., What were John Woodens greatest contributions to college basketball?). b. Identify and acquire information through reliable primary and secondary sources. c. Summarize and paraphrase important ideas and supporting details, and include direct quotations where appropriate, citing the source of information. d. Avoid plagiarism and follow copyright guidelines for use of images, pictures, etc. e. Presenttheresearchinformation,choosingfromavarietyofsources.

• English Language Arts.Grade 5.SL.1

  Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

  • Discussion and Collaboration.5.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade- appropriate topics and texts, building on others ideas and expressing personal ideas clearly.
  • Discussion and Collaboration.5.SL.2.2: Reflect on and contribute to ideas under discussion by drawing on readings and other resources.
  • Presentation of Knowledge and Ideas.5.SL.4.1: Using appropriate language, present information on a topic or text, narrative, or opinion in an organized manner, with effective introductions and conclusions, using appropriate structure, appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly and concisely at an understandable pace.

• Social Studies. Grade 3: Social Studies: Standard 1

  Students describe how significant people, events and developments have shaped their own community and region; compare their community to other communities in the region in other times and places; and use a variety of resources to gather information about the past.

  • 3.1.5 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, and Research: Create simple timelines that identify important events in various regions of the state.

• Social Studies. Grade 4: History: Standard 1

  Students trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state.

  • 4.1.12 Growth and Development: 1900 to 1950: Describe the transformation of Indiana through immigration and through developments in agriculture, industry, and transportation.
  • 4.1.14 Contemporary Indiana: 1950 to Present: Research Indianas modern growth emphasizing manufacturing, new technologies, transportation, and global connections.
  • 4.1.15 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, and Research: Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana.
  • 4.1.9 The Civil War Era and Later Development: 1850 to 1900: Give examples of Indianas increasing agricultural, industrial, political, and business development in the nineteenth century.

• Social Studies. Grade 5: History: Standard 1

  Students describe the historical movements that influenced the development of the United States from pre-Columbian times up to 1800, with an emphasis on the American Revolution and the founding of the United States.

  • 5.1.18 Chronological Thinking, Historical Comparison, Analysis and Interpretation, Research: Create and interpret timelines showing major people, events, and developments in the early history of the United States from 1776-1801.